Teacher Takeaways from a Year of Online & Hybrid Learning Models

There is absolutely no doubt that March 2020 threw teachers (as well as every other aspect of our society) into a tailspin of pandemic pandemonium.  In the realm of public education specifically, the first few days weeks of the pandemic could only be described as utter chaos.  Educators and school and district leaders everywhere were scrambling to figure out how to continue to provide education to students without having many systems of support in place to do so.  But here’s the thing… WE DID IT! We pooled resources and expertise, got devices and Internet access into the hands of our students, increased our knowledge and skills to meet the new demands that were in front of us, and we accomplished much more this year than we ever could have imagined possible.  

Our district recently surveyed our lead teachers to find out what their takeaways were from a year of online and hybrid teaching and learning in the midst of the global pandemic.  Although the COVID-19 pandemic was absolutely awful in every sense of the word, our teachers found ways to persevere and they have such a promising outlook on the future and continuing to provide a high-quality public education experience to our students. 

I filled the image of the Coronavirus below with words that teachers used to describe their takeaways from the 2020-2021 school year.

Below I have summarized some of our teachers' takeaways from a year of implementing both fully online and hybrid learning models:

• Their biggest celebration was that they saw a massive increase in the technology skills of both themselves and their students.  Teachers and students rose to the challenges of online and hybrid learning and saw growth and increased comfort levels with using technology.

• Google Classroom (Learning Management System) was the number one tech tool that teachers said they would continue to utilize post-pandemic in grades 3 - 12, along with the Seesaw LMS in grades K-2. 

• Other valuable digital tools that teachers learned how to use and said that they would continue using post-pandemic were: 

• Screencastify (for teacher-created asynchronous video tutorials)

• Google Slides (not just for presenting material, but for living agendas and collaborative activities)

• GoGuardian (for monitoring students while they’re using their devices)

• Kami 

• Edpuzzle

• Jamboard

• Google Meet (not just for virtual teaching, but for offering parents a “virtual” conference option)

Teachers noted that they will definitely be reducing the amount of “paper and packets” they use in the future, and that they will be doing less lecturing and passive learning activities, less whole group instruction, and providing more collaboration opportunities for students because of the new tools they’ve learned to utilize!

• Another major takeaway from teachers was the critical need to prioritize essential learning for students.  Teachers were left with no choice this year but to “cut” what wasn't absolutely essential from their curriculum and intentionally focus on the most important concepts and skills that students needed.  They really began to distinguish between the “neat to know” versus the “need to know” material.  This has led to a more intentional focus on content scope and sequence development across our district with identifying essential standards and the curricular vehicles that teachers will be utilizing to drive home essential learning. 

• Many of our teachers also began to recognize this year, more so than ever, the need for Social Emotional Learning (SEL) support for our students. Because of the virtual environment this year, teachers in some cases were literally able to “see” into the lives of their students and became more acutely aware of the difficult circumstances and challenges that some of our students face. One teacher put it this way… “...knowing their challenges at home explains a lot of the challenges we see in the classroom.” Even through the screen, teachers recognize the importance of connection and building relationships with students.  

• Teachers noted the value of collaborating in strong teams.  During the isolation of the pandemic, they virtually collaborated to share resources and strategies, create lessons and activities, and develop common formative and summative assessments more so than ever, and they found that “We truly function better in collaboration rather than in isolation!”

• Teachers also recognized that we’re overdue in rethinking our homework and grading practices.  We must prioritize providing feedback to students, and really think about how we can align our grading practices systemically to equitably reflect student learning and mastery of standards.   

• Lead teacher advice from the survey: 

• Embrace flexibility and adaptability.  

• Keep a “life-long learner” attitude.

• Focus on literacy and essential learning in all content areas.

• Utilize technology and blended learning strategies to engage students in learning and provide students agency in their learning.

In summary, I’ll leave you with the words of resiliency from some of our teachers:

“I have learned how resilient I am as an educator…”

“We survived and flourished...we were forced to try new things and embraced it.”

“...anything is possible. Teaching online. Teaching hybrid. Teaching is teaching. We found a way...I know that I will find a way to reach and teach my students. I will still find a way to laugh with my kids, have a year full of silly memories, and that my kids love me and I love them. Teaching is teaching.  I am a teacher and I will always find a way.”

Google Slides Virtual Privilege Walk Activity

 

I was recently inspired to create a Virtual Privilege Walk Activity based on all the live "Privilege Walk" activities/exercises that are out there (sources linked within the Facilitator Instructions and at the bottom of this post)!  I synthesized information and ideas from multiple Privilege Walk lessons/activites/exercises, and developed a "virtual" version that can be used in the online setting (ie. Zoom, Google Meet, etc.).

"Understanding and acknowledging privilege is key to understanding why and how we react and perceive our surroundings." 

~ Peace Learner, Cultivating Peace & Nonviolence in the Field of Education

Even though this is not a perfect activity, the virtual privilege walk is a less confrontational way to discuss privilege and promote reflection among a group of people who are acquainted with one another and have some level of comfort and trust already established.  Because of the vulnerability of participants sharing and reflecting on their lived experiences, this activity should NOT be conducted among a group of strangers who are just meeting each other for the first time. 

This activity was designed to be facilitated in a virtual setting with older adolescents and/or an adult audience, and includes a free Google Doc Facilitator's Guide with forced-copy links to the free Google Slides Virtual Privilege Walk Activity and a free Google Form Participant Evaluation/Reflection so participants can reflect on their experience with the exercise.

If you download this free resource and are able to use it, I would appreciate it if you would:

1. Provide ratings & feedback on the product in my TPT store and 

2. Comment below on this blog post and let me know how it went with the group you chose to facilitate it with!

Thank you for taking the time to check out this team-building resource and for considering how you might use this to raise awareness of various forms of privilege and marginalization that exist in our society; help others understand the intersectionality of race, socioeconmic class, gender, and other demographic variables that shape us as individuals; and foster an appreciation of the diversity among us.

SOURCES:  This virtual privilege walk activity was adapted from the following sources: Privilege Walk Exercise, Privilege Walk Lesson Plan, Conducting a Privilege Walk, & Privilege Walk Workshop

Good Friday - Be the Bridge

 

As an EdTech Coach, you may be wondering why many of my blog posts are connected to "equity" rather than "technology".  Full transparency... the deeper I go into this work now that I'm outside the four walls of my classroom, the more I uncover inequities that exist public education. What I'm finding has shaken me to my core.  I could just choose to ignore what I find and accept the status quo, but that's not who I am or who the Lord made me to be.  

On this Good Friday, I'm reflecting on the actions of Jesus and how he created a bridge to God for humanity by sacrificing his life.  I recently finished reading Latasha Morrison's book "Be the Bridge" and her poignant message at the end of her book I found to be spot on.  She says,

"Bridges are built not with passivity or avoidance but with the deep, hard work of seeking to understand.  The deep, hard work of fighting for justice for all.  Love is always a fight worth taking on. ... Jesus Christ showed us the way to love and live - and it was shocking: he chose to lay down his power and privilege and, in the end, his life for the good of others.  He isn't just our Savior; he is our example." (p. 220 - 221)

So, with inspiration from Latasha Morrison's book and also Glenn Singleton's book "Corageous Conversations About Race", I wrote a poem that I'd like to share with you.  As we approach Easter, I hope this poem serves as a reminder of where we have come from as a nation and how we can reconcile the sins of our past to create a better future.  We all have the opportunity to "Be the Bridge" for racial reconcilation in our schools, churches, and communities; I hope you'll join me in being a bridge builder.  

“Be the Bridge”

by Ashley Yazarlou
a poem inspired by the books Be the Bridge by Latasha Morrison 
& Courageous Conversations About Race by Glenn Singleton

The corruption of our American nation began with invasion

otherwise known as Spanish exploration and European colonization. 

We stole land from the Natives and exiled them to reservations 

while dehumanizing African slaves in bondage on our plantations.

Then Lincoln set the slaves “free” through the Emancipation Proclamation 

but we condoned “lawful” oppression and the KKK’s lynching executions 

during 100 years of Jim Crow legislation which enforced segregation.

Then there was redlining subsidization from the Federal Housing Administration,

healthcare discrimination, voter suppression, and inequitable education 

even after the boycotts and the demonstrations of the Civil Rights declaration. 

Through 50 years of deportation, the “war on drugs” and mass incarceration

Black and brown communities have endured the agony of familial separation.

And our government can’t be bothered with restitutions or reparations?

We need to take the advice of Latasha Morrison 

and put our dedication towards healing and restoration.

Acknowledge the past and the scars left on our population, 

feel the pain of our violations through lamentation.

Stop the denial and rationalizations, and follow our convictions, 

confront the shame and guilt through repentance and confession. 

The sinful strife started from our very foundation 

so we can’t ignore the impact it’s had on generations.

Glenn Singleton says, “let’s have courageous conversations”

to put an end to racism and unjust systemizations.

We can Be the Bridge to racial reconciliation.

The Impact of Implicit Bias in the Classroom

 

from Colorlines & RaceForward

Educators, click the image above and take 7 minutes and 40 seconds to watch this video and listen to the voices of these young, black men talk about how they navigate implicit bias in the classroom.

*     *    *

This was recorded in 2014...

What has changed in your school/district since this was filmed? What remains the same?

My takeaways... kids want to be seen and heard for who they are rather than stereotyped or labeled... isn't that true of us all?

What can we do to be more aware of our own implicit bias and how it may impact our students so that we can ensure our students thrive?

I would love to see your reflections and takeaways in the comments below!

A Vision of Equity

When I was a young teenager, I remember my dad sitting me down to have a conversation about dating and marriage.  He explained that he was praying for me as I was about to embark on my dating journey, and that he and my mother were praying for my physical and emotional well-being during a time in my life that could be rather challenging.  

He also shared that they were praying for my future husband...that my life partner would be someone that I connected with phyiscally, emotionally, intellectually, and spirtually.  As I dated throughout my teenage and early college years, if a relationship seemed to be getting serious, he would sit down with the yourng man and explain his fatherly expectations: 

"If you're going to be in a serious relationship with my daughter and potentially marry her, my expectation is that your relationship supports each other physically, emotionally, intellectually, and spiritually." 

He would go on to explain that if one of these four areas is out-of-balance, that it would inevitably lead to problems in the relationship.  I found that to be 100% true as I navigated the rocky course of relationships that led to meeting and marrying my husband of now 14 years. 

My husband, Hamid & I, at the Baha'i Gardens in Haifa, Israel in April of 2019

 
Although I didn't know as an early teenager what exactly I wanted or needed in a life partner, through this conversation, my dad helped me to visualize the cornerstone attributes that are needed to sustain a healthy relationship.  My marriage is far from perfect and my husband and I have shared many struggles over the years, but I feel safe and secure in my relationship knowing that these four cornerstones have given us a strong foundation as we endure the trials and tribulations that most definitely come with the committment to "do life" together.

To my surprise, I came across these same four cornerstone attributes while reading and studying Glenn Singleton's book Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools.  On p. 234-236 of his book, Glenn invites readers to visualize a school that is truly equitable.  He affirms that, in schools that are truly equitable, 

"children feel safe and secure...understanding that their physical, emotional, intellectual, and spirtual safety [are] at heart," (p. 234).

I would invite you to pick up a copy of Glenn's book and engage with a small group of colleagues in a book study around Courageous Conversations.  But before you all begin reading, turn to page 234 and read the section titled "A Vision of Equity".  In a couple of short pages, Glenn powerfully captures what a school experience could be for all our students if we all shared the same vision of equity.  Here are some highlights from p. 234-236:

• Environment: clean, well-resourced, inviting (warm & welcoming), where all are treated with respect and dignity in classrooms that are proportionally represented
• Educators: excited, capaple, steadfast teachers who, through collaboration blended with a high level of autonomy, expose students to rigorous, common viable core curriculum that is reflective of the diversity of the students; teachers push students to excel with high expectations and appropriate supports
• Students: "know that the teacher's aim is to promote their mastery of subject matter" &"believe they will recieve every tool they need to succeed beyond the classroom," 
• Leadership: driven by the needs of the teachers and students through collaboration and the encouragement of professional growth and development; present on campus "addressing school-related problems quickly, efficiently, and completely,"; leads the effort to connect with the community
• Community: reciprocal partnership between the school and community in which families are "invited, encourged, and expected" to be involved; "Families know that their voice matters...feel ownership of the school, and they are affirmed as a vital part of student success." 

My short, paraphrased list doesn't nearly encompass all the greatness of Glenn's vision for equity, but I'm hoping that it peaks your interest enough to pick up this book!  

Some may say that his vision is "idyllic", but I believe that his vision is realistic and achieveable if we put the work in to make it happen.  Just like a marriage relationship, it will take work.  It must start with a vision of equity that all stakeholders can plainly see.  If we can visualize the cornerstones of a truly equitable school system, we can work towards making that vision a reality. We can build a foundation of equity in our public schools where all our students can thrive.  

Reflective question:  How can WE foster a school environment in which our students truly understand that the school has their physical, emotional, intellectual, and spiritual safety at heart?

Give Glenn Singleton a follow on Twittter @courageousdove and/or Instagram @courageousdove444 🕊

If you're ready for tangible "next steps" to start doing the work in creating truly equitable schools, check out my blog post from November titled 8 Ways that Teachers can Help to Eradicate Inequity in Public Education!  #7 hits on today's post! 😉

8 Ways that Teachers can Help to Eradicate Inequity in Public Education

8 Ways that Teachers can Help to Eradicate Inequity within Public Education

As a teacher, nothing makes me happier than when I hear back from students in their adult life who are successfully following their dreams and passions.  And when I learn that they are going above and beyond that to make a positive impact by being a changemaker, that rocks my world!  

Meet Nia Slater-Bookhart, one of my former students that I taught in Florida at Bartels Middle School who is now a certified fellow educator with a Masters in Teaching!!!

 

"I am my ancestors' wildest dreams."

When Nia was my student, I remember her as a natural leader among her peers. She could've easily been a class clown with her sense of humor; but I recall that she had a keen awareness of when was the appropriate time to joke around and when was the time to focus, listen, and speak with respect.  She was very well-spoken for her age, and she stood out as one of the stronger adolescent writers among her peers in my English classes.  I knew back then that this girl had a voice, and that one day she would use it in a big way.  

After graduating high school, Nia attended Clark University and earned her Bachelor's Degree in History in Community, Youth, and Education Studies as well as her Masters in Teaching.  Here are some of Nia's words from her graduation post on her Facebook page:

"The journey to getting my Masters in Teaching was definitely many leaps and hurdles... It was a hard year in many ways, especially when I came to terms with the many issues that our education system has, but also what it meant to be a Black educator in a system that wasn’t made for you/people that look like you. But that became one of the many reasons I wanted to be a teacher. ... Now a year later and a newly licensed Social Studies Teacher, I am so excited to create a classroom where my students feel empowered to learn the truths of our world histories through different/marginalized perspectives, but also to appreciate the understanding of our past so we can move toward a better future. More importantly, my hope is to teach all my future students to lead with empathy and kindness in all they do and to share that with the world, because it is so needed."

During Black History Month in February of 2020, prior to the impact of the COVID-10 pandemic, Nia was invited to be a part of a panel for an event in honor of the legacy of Martin Luther King, Jr. As a panelist, she discussed inequity and inequality in K-12 education and the challenges of educational equity in our schools today which includes, but is not limited to, a lack of understanding/consideration of minority cultures, (Luttrell).  

During the panel discussion, Nia recounted that from her experience in public schools, she was not introduced to a single piece of literature written by a person of color until her senior year of high school (Luttrell).  When I learned of this, a pang of shame overcame me, and I had to admit to myself that when I was her teacher, at the time, planning my lessons through a lens of equity or diversity was not on my radar, and I did not (that I recall) teach a novel that was authored by a person of color.  This was absolutely unintentional on my part; as a relatively new teacher, when selecting a novel to teach, I probably chose a book that: 

      1) the library was sure to have a class set of 

      2) that I had read before and was comfortable with teaching

      3) I thought would be engaging for most students and/or 

      4) was required by the curriculum.  

We probably read something like "The Outsiders" by S.E. Hinton (which is a book I absolutely loved teaching and that most students loved reading, based on their feedback); but honestly, it's been so long, I can't recall what novel we read the year I had Nia.  (After speaking with Nia during the drafting process of this post, I learned that she read the novel Tangerine under my instruction, which was the novel that was required by the newly adopted SpringBoard curriculum that our district purchased at the time.) Nonetheless, my point is that for a long time, I didn't intentionally think about selecting a novel (or other literature pieces) through a lens of cultural relevance for my students.  I don't think my heart was in the wrong place as I loved all my students dearly and I genuinely was trying to make learning purposeful in order to help my students achieve as much as possible while they were in my classroom; but not planning my instruction through the lens of cultural relevance was, like the panelists discussed, a lack of understanding on my part of the needs of my students of color.  

It is so important for teachers, especially white teachers who are the majority in our field, to confront the biases that we may not even realize exist within ourselves in order to change the educational experiences of our students of color.  

“Once educators are freed from defensiveness and realize that no one is questioning their intentions, they can engage in the daily work necessary to ensure students of color are consistently treated fairly and with respect, high expectations, and dignity,” (Benson & Fiarman).

We must acknowledge that there are "disparities in meaningful educational opportunities that give rise to the achievement gap," and that the racism that exists in the public school system plays a large part in creating those gaps (U.S. Dept. of Ed.).  I recently came across edgap.org which is a powerful mapping tool that can help viewers "see" the educational and opportunity gaps in education based on low/high income areas.  Another source worth exploring is opportunityatlas.org which shows which neighborhoods in America offer children the best chance to rise out of poverty.  

To close these gaps, it is a moral imperative that we provide equitable, meaningful learning experiences to our students of color that will fuel their desire to achieve.  Not only is this imperative for each individual child's overall well-being and educational success, but it is imperative for our national economy to thrive and for non-white American graduates to be able to compete in the global workforce.  According to the U.S. Department of Education, economists have estimated that if we can achieve a "90% graduation rate for students of color," it would add approximately "$6.6 billion in annual earnings to the American economy," (U.S. Dept. of Ed.)!  Can you imagine that?!  

So, how can we, at the teacher level, do our part to help eradicate inequities within public education?  

1. Educate ourselves - although we are educators, we don't know it all!  (to start, I would suggest watching 13th and Teach Us All on Netflix and reading Post-Traumatic Slave Syndrome by Dr. Joy DeGruy or The New Jim Crow by Michelle Alexander). Be a lifelong-learner beyond the content you are assigned to teach.  Seek to truly understand the past and how BIPOC's (Black, Indigenous, People of Color) lives have been impacted because of it.

2. Truly listen to people of color, especially our students and colleagues, and believe them when they share their experiences with racism (Singleton, p. 5). In the classroom, this means cultivating a "community where students feel comfortable having difficult conversations" and expressing themselves in a safe space (Wertheimer). Conversations about race, racism, bias, stereotypes, etc. can be woven into nearly every subject when appropriate.  “This work is uncomfortable and that’s not something that people really want to step into,” Nia noted in a recent conversation when discussing how to navigate difficult conversations with colleagues and students.  But this work is absolutely necessary to profoundly understand the catastrophic impact of racism, inequities, and inequality and to do the work needed to achieve true educational equity. 

3. Confront our own internalized biases and sociopolitical consciousness that may influence interactions and impact on students.  This includes taking the time to explore and recognize your own racial, cultural, and ethnic identities and the perceived societal stereotypes that may come with that identity and owning your mistakes when you make them (Wertheimer).  Honestly reflect:  Are my words and actions potentially excluding or evening harming people of color OR am I including and helping marginalized groups?  Take the advice of Rosa Isaiah and start transitioning your mindset from color-blind to color-brave (Isaiah).

4. Be an empathetic ally by recognizing racist discriminatory practices and speaking out against it.  We tell our students all the time in "bullying" situations to not be a bystander - we shouldn't be bystanders either.  When we don't oppose racism, we enable it.  We need to be anti-racist in any and every situation that calls for it by raising awareness and advocating for equity.  Looking for more resources for Social Justice and Equity?  Check out this collection from Common Sense Media!

5.  In the four walls of our classrooms, make learning meaningful and culturally relevant for our students.  Expose students to the experiences (triumphs and tragedies) of people from a variety of cultures and ethnicities, especially those of African Americans by affirming Black lives in schools - and this includes not glossing over or downplaying the crimes against humanity that were committed by our white ancestors.  Check out this Affirming Black Lives Bookshelf of a few curated resources that could get you started (links to more resources are in the notes of the slides).

6.  Become a high-quality equitable educator because our students deserve for us to be at the top of our game!  Read the professional development articles and books, view the webinars and videos, attend the trainings and conferences - never stop learning and growing for the sake of your professional self and your students! 

7.  Be a part of helping to create a schoolwide culture by enriching coversations that promote true educational equity and excellence.  A good place to start with this work is with the book Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. A quote from the forward of this book: “Courageous Conversations helps us to be better educated, and that is exactly what every educator should want...[so this book] is a perfect place to begin,” (Singleton, xvi).

8. Take action, vote, and support policies/measures that promote equity in education.  For example, start by supporting the Emergency Educational Connections Act (which is now known as the Homework Gap provisions of Heroes Act 2.0 - HR 925, S.3362).  The COVID Pandemic has shone a spotlight on long-standing inequities in our public educational system. A major inequity is the lack of internet access at home for as many as 16 million students. "The Emergency Educational Connections Act provides at least $4 billion for a one-time emergency fund, administered by the Federal Communications Commission’s E-Rate program, to equip students with hot spots and devices for distance learning." Supporting this measure will help give ALL our kids access to online public educational services during the pandemic so that the opportunity and achievement gaps do not continue to widen. #connectallstudents - Check out where your state stands in the Digital Divide.

***And as a side note to this last one, I'm very proud to say that the school district I work for (Hemet Unfied School District) made getting students access to devices and internet a priority, and now 100% of our students are equipped and connected which has helped to close the digital divide for our students. There is still work being done in upgrading some devices and strengthening internet connections in outlying areas so that students' overall experience in online distance learning will be better, but I'm happy that we have a CTO who is making this type of work a priority. If you're reading this and you work for a different district, one way you can advocate is to contact your district's leadership and ask "Do 100% of our students have access to devices and internet? If not, what steps are we taking to make this happen?"

This is not a comprehensive list; I'm sure there are more steps we can take as individual teachers to help eliminate inequities in education, but these eight suggestions are a good place to start.  Please feel free to comment with other ideas and resources that may help us to eradicate inequities in public education.  

And to my former student Nia, thank you for being the beautiful person that you are, both inside and out, and inspiring me to write this piece.  I will be following your journey as an educator and advocate for equity from across the country!  

Sources:

Benson, Tracey & Fiarman, Sarah. "The Reality of Unconscious Racial Bias” in School Administrator, February 2020 (Vol. 77, #2, pp. 20-25), https://bit.ly/31XxxjU

Isaiah, Rosa. "The Leadership Journey From Color-Blind To Color-Brave ". Ascd.Org, 2020, http://www.ascd.org/publications/newsletters/education_update/nov20/vol62/num11/The_Leadership_Journey_from_Color-Blind_to_Color-Brave.aspx. Accessed 30 Nov 2020.

Luttrell, Aviva.  "MLK event panelists urge the pursuit of equity in education".  ClarkNow. January 27, 2020. https://clarknow.clarku.edu/2020/01/27/mlk-event-panelists-urge-the-pursuit-of-equity-in-education/?fbclid=IwAR3hdyUnYzpOu-9NwFJW1FgqP-Z8pt9OOxzQ8_xEKoktUi4v-hR2zn28Coo#.Xk8Twtr7hE4.facebook

Singleton, Glenn E. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. 2nd ed., Thousand Oaks, Corwin, 2015.

U.S. Department of Education, For Each and Every Child—A Strategy for Education Equity and Excellence, Washington, D.C., 2013. https://www2.ed.gov/about/bdscomm/list/eec/equity-excellence-commission-report.pdf

Wertheimer, Linda K. "Tips For Teaching About Racism - The Boston Globe". Bostonglobe.Com, 2020, https://www.bostonglobe.com/2020/08/28/opinion/tips-teaching-about-racism/. Accessed 1 Sept 2020